Teacher Trainees’ Self–Efficacy Beliefs in Light of Their Perceived Language Aptitude and Explicit–Implicit Language Learning Behavior

Conference: The European Conference on Language Learning (ECLL2022)
Title: Teacher Trainees’ Self–Efficacy Beliefs in Light of Their Perceived Language Aptitude and Explicit–Implicit Language Learning Behavior
Stream: Applied linguistics research
Presentation Type: Oral Presentation
Authors:
Anna Zólyomi, Eötvös Loránd University, Hungary

Abstract:

The causes leading to early teacher attrition may be numerous; however, studies have shown that low self–efficacy beliefs as well as too high initial self–efficacy beliefs may result in teachers leaving the profession. Self–efficacy beliefs are rarely investigated along with individual differences and if so, these endeavors are limited to studying the relationship between self–efficacy beliefs and proficiency. This study, being exploratory in nature, aims to examine the factor structure and reliability of an instrument that is intended to measure self–efficacy beliefs, perceived language aptitude, and explicit-implicit learning behavior. In addition, it also investigates the relationship between self–efficacy beliefs and perceived language aptitude. Thirdly, participants’ explicit–implicit behavioral profiles are studied to assess whether there are any significant intergroup differences concerning self–efficacy. To this end, 62 teacher trainees filled in an online questionnaire, and the data was subjected to exploratory factor analysis, Pearson correlations, and cluster analysis. The results show a factor structure of nine scales that can reliably measure the proposed constructs; perceived language aptitude appears to account for 35% of variance in self–efficacy beliefs; and based on teacher trainees’ profiles, those who employ both explicit and implicit learning behaviors have higher self–efficacy beliefs. The results also lend support to the single–system approach of explicit-implicit learning, meaning that these processes are not completely independent. Pedagogical implications are also discussed that point to the role of the interplay of explicit and implicit learning.

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